Education Transition Coaching

I like to meet with the student with his/her/their parents and discuss the difficulties they are having with the course and where they currently need assistance. I want to determine what the student feels he or she needs to accomplish in order to feel successful and work with them on how to meet their goals. I check in frequently, and will contact their instructor if necessary and wanted to help guide instruction.

I have a Bachelor of Science in English Education, a Master of Education in Special Education, and 13 years of experience working as a teacher. I worked as a Biology Teacher in a Co-Taught Classroom in Winchester for six years and helped design the curriculum. I also taught in Wellesley, Framingham, and Watertown prior to that. I have worked as a Special Education Advocate for students in Wellesley, Newton, North Reading, and Medford. 

I offer Biology instruction at a rate of $50 per hour for remote lessons and $65/hour for in-person.

Special Education Advocacy is priced by service (flat fee for IEP review and feedback is $150, consultation is $100/hour, and meeting attendance is $200/hour. I do not charge for trvel time. 

I only went to Boston University initially because I wanted to play softball and chose to study Political Science and Minor in Education as a fall back. Well, it turned out I REALLY disliked my Political Schience courses but LOVED my education courses! I did not like school a lot when I was younger, and being in a classroom learning about how to better reach students really ignited in me a desire to reach students like me- a kid who likes to learn but learns differently than how instruction was offered. I really enjoy drawing upon my experiences in Education to make someone else's better.

I have worked with all students, grades k-12, average, gifted and those with specific learning disabilities and emotional needs. I have also worked closely with ESL students- I enjoy working with a diverse group of people.

I recently made the choice to leave traditional public education classroom settings behind and embarked on facilitating and instructing my own Pod of learners. I designed the entire curriculum from beginning to end for a grade 1 classroom, and we exceeded our goals so had the opportunity to explore the interests of the students more in depth. We had a chance to write our own play adaptation of the three little pigs and everyone was able to collaborate and create a set design and learn about videography. It was a fun and nex experience.

Generally, Biology is seen as this daunting and intimdating subject and a lot of teachers approach it as their passion and want you to share the same exact passion they have for it- but that's not always the case. When that happens, teachers can fail to recognize it and just keep insisting that it is incredibly important and fail to think about how YOU feel. Well, you might not love it- and that's okay- but there will be SOMETHING you will find interesting. And honestly, the way this subject is, everything is interconnected. That one thing you're a bit intrigued by can be what guides you to success- it does not have to follow a strict plan and progression, it can be fluid and often that's what makes it work for students.

When you're a student, you're the consumer. If you were to go buy a car, you don't just drive off the lot with one without talking to the salesperson. That's how students should really work with the teacher- ask, "How are you going to help me be successful? What do I need to do to be successful in your class? When I need help, what are some options that are available to me? What happens if I feel completely overwhelmed by this course and how can I help prevent that from happening? Are you more focused on me learning the material or me just completing the tasks? Can I show you mastery of the course requirements in different ways?"